A Study On The Application Of Communicative Approach In Junior English Vocabulary Teaching

English, as one of the most popular and world-wide languages, seems especially important in such an informationalized society. However, under our country's traditional exam-oriented education, teachers pay more attention to teach language knowledge, while ignoring the training of students' actual ability of language application. In the traditional English class, the teacher usually speaks through the whole class as a dominator. As time goes by, students' interest in English learning is gradually decreased, they just mechanically remember vocabulary and grammar in order to cope with the examination, the English they learn thoroughly become deaf and dumb English. The ultimate goal of present English curriculum reform is to cultivate students' comprehensive capacity of language application. Obviously, the traditional English teaching can't achieve the requirement of curriculum reform. However, CA regards language as a kind of communicative tool, and it let students learn the language by actively communicating with others in a real context so as to form their communicative ability. In view of this, this study intends to adopt the Communicative Approach(CA) on English vocabulary, which most of junior school students take a long time to learn but failed, to build up their vocabulary amount and cultivate their application ability of English vocabulary, then finally improve their comprehensive capacity of language application.By conducting questionaires and tests on 90 students who are from Class 1 and Class 2, Grade8 of Hohhot Tumote School, this paper aims to discover the problems existing in English vocabulary teaching, and find the way to solve the problems through adjusting English teaching under CA theory. And finally, the researcher uses the experiment to prove the effective function of CA on junior school students' English vocabulary learning and English application.From the experiment process and data analysis, the researcher finds that compared with traditional English teaching, CA really has a significant effect on the improvement of junior school students' English teaching. It is not only helpful to enlarge students' vocabulary amount and strengthen their application ability of vocabulary, but also it can improve their interest and confidence in English learning. Therefore, the research proves that applying CA to English vocabulary teaching in junior school is feasible and effective. Of course, in the future English teaching and study, we should try our best to avoid the limitations that the research provides, and actively explore some effective ways to solve these problems.